COGNITIVE OBSERVATION

Part A - For this section, observe a child between the age of 4 – 12 months.
1. a. Using objective observation, state at least 2 examples of behaviors that
might help you to determine the child’s cognitive development.
The child observed is 5 months old, He had just woken up from a nap since the tv
was on he just started watching it didn’t cried he looked around looking for the
caregiver she saw him and talked to him and he just smiled and went back to
watching the cartoons. He would get distracted with bright colors, when given an
object he would reach to grab it and would examine it. When parents arrived be was
able to identify his mother voice as well as his father and immediately started looking
around to see where the voice came from and made sounds (babbles) to get parents
attention to get picked up.
b. Which of Piaget’s sensorimotor substages do you think this child is in?
Stage III- Procedures for making interesting sights last.
2. What toys or materials do you see that would assist the child in moving to
the next sensorimotor substage and why?
Musical toys that have lights because it would help the children develop their sense
of hearing and sight. Toys that make sound and noises like rattles, toy keys and
keyboards with sounds and music to get them engage and curious about the
sounds. Also, things that are around the house that they seem interested in because
it will help them learn about the objects.
3. How is the teacher fostering cognitive growth in this child? (Give examples
of available toys/personal interactions, etc.)
The caregiver gives him attention and talks to him at eating time, copies his sounds
and makes eye contact with him. His brother and sister are able to help him with
social interactions because they play with him and he likes to observe everything
they do, and he learns from them.

Part B – For this section, observe a child between the ages of 13 – 19

months.
1. a. Using objective observation, state at least 2 examples of behaviors that
might help you to determine the child’s cognitive development.
The child observed is 14 months old, She had just woken up from her nap she
started to cry when she saw the other children were getting food and then she just
went back to watching tv. She was able to adapt to children coming and going and
was able to play with older children she started playing ball she was in the couch
and the boy sitting in the ground she would throw the ball over the edge and watch
as it bounce down and he would throw the ball to her and they repeated that for
some time. Child has separation anxiety she has a blanket that she would not
 separate from it, she fell asleep with the blanket and when she woke up she would
hug it when it was eating time they took her blanket so she could eat she didn’t cry
but she did keep an eye on it and knew where it was. After eating she got up and
went directly to get her blanket and would only play or walk if she had it with her.
b. Which of Piaget’s sensorimotor substages do you think this child is in?
Stage IV- New adaptation and anticipation
2. What toys or materials do you see that would assist the child in moving to
the next sensorimotor substage and how would they help?
Stuffed animals, puppets, dolls anything that would can help them develop creativity.
Child size objects like brooms, mops, cups, kitchen objects things that they see their
parents use on the daily life will get them engage and excited because they will be
able to imitate what they see them go with the objects.
3. How is the teacher fostering cognitive growth in this child? (Examples of
available toys/personal interactions, etc.)
The caregiver gives her attention when child ask for it or seems to need it, other
children around her help her develop social skills because she is a shy girl and they
try to make her play and include her helping her socialize. It is important to note that
the child was sick, and she mostly wanted to be resting and watching tv so she
wasn’t playing a lot.

Part C –For this section, you will be utilizing a child between the age of 20 – 27
months (include exact age of child observed).
Child being observed was 27 months old. The chosen scale was scale 3-
development of schemas in relation to objects.
1. Using the one of the Piagetian scales listed as a file in the Content
Module. Assess what step the child is at currently by administering each
step and writing how the child responded, whether they successfully
completed the step, etc.
1. The first toy presented to the child were cars one was a small car and the other was a
firefighter truck it has the sounds the real truck would make, since it was bigger she was
able to open the front of the truck and decided to put the mini car inside it. She was very
into playing with those two toys especially because of the sounds every time she
wanted to roll the car she would press the button for the sound and she would imitate
the sound it made.
2. A singing caterpillar the toy played music she would put the music and dance to it as
well as clapped, she tried clapping to the rhythm. She then started pressing the legs
that would say the name of letter and would repeat a few letters. Since it has a string to
be pulled when she wanted to pull it she would first turn its head facing the direction she
wanted it to go and then she would walk around with it and once she wanted to hear the
music again she would sit down and turn its head to face her.
3. Toy robot she hugged him and pretended it was a baby trying to make it sleep and
going shhh and made it walk but immediately lost interest in it.
4. A small ball was given to the child she made it bounce on the ball and threw it a few
times at the wall she would also throw it to whoever was present saying their names like
dad to whoever she threw it at. Her brother was also present and would copy want he
was doing since he was playing with another ball too.
5. Firefighter hat she didn’t seem very interested in putting on so I put in on and then put
in on her but she wasn’t interest putting on because once she had it she would make
her head to the back to drop the hat on the ground and she then pick it on and put in on
again and repeated that again.
6. Toy fan at first, she didn’t know work to make it work so I model how and then she
would make it turn and when to everybody to give them air with it, she tried to make
things move with the fan. She said the word air.
7. Ball of cotton she picked it up and pretended to take off nail polish of her hands and
tried throwing it in the air and catching it but wasn’t very interested in it.
8. Necklace at first she thought it was an earring she tried putting on her ear then she
show it to her mom and her mom told her it was a necklace and try putting in on but she
couldn’t do it so she lost interest later on she went to her mom again and showed her
that it could be turn into a bracelet.
9. Baby doll she immediately hugged the baby and cuddle her and since it would cry
would try to make it sleep, she also made it walk. The baby had a hat and it kept falling
and she put in on her again. She knew how to say, baby.
10. Cup she tried drinking from it and examine it but other than that she lost interest
very fast.
11. Scooter she knew how to ride it she would go forward and the back and would make
beep and would tell her brother to get out of the way and ride it around.
12. Stuffed animal it was a horse she got on top of it to try and ride it and then she laid
on it. She also hugged it and made it walk but wasn’t so interested in it.
*After playing with the toys individually all toys were put, and she got to play with
whichever toy she wanted in this she got to play with two or more toys at once. She first
grabbed the ball and the hat and put the ball inside it and moved the hat around which
would cause the ball to spin inside the hat and she also made the ball bounce inside it.
She also grabbed the ball and the truck and tried putting the ball on top of the truck and
making the truck go and then observing if the ball would fall or stayed on sometimes it
stayed on and sometimes it fell, and she kept trying. She then grabs the baby and the
drinking cup and tried giving the baby some water. She later grabbed the scooter and
wanted to give the robot a ride so she sat down on it and put the robot on her legs, so it
wouldn’t fall.
She spoke a lot and copied everything she would hear and see. At some moment her
father started singing and since she knew the song she started sing with him and later
she remember the song and would sing it by herself. Her brother was very interested in
playing with the ball and bouncing it and she went over and wanted to play with him,
she played with him for some time he incorporated things and ways her to play like he
gave her the hat and sat her at some distance from him and he would bounce the ball
and she would catch it with the hat. She can speak some basic words like hello, baby,
ball, and cup. I felt like her language is very develop and that having a brother and sister
help her because she can copy and learn from them and because of that she is already
showing signs at being in the preoperational stage.
**Table of schemas and objects is attach in another document.
2. What toys might you offer to the child to facilitate her/him to the next level
and why? (Next step on scale or next cognitive level)
Costumes and accessories, dolls, child-size objects and any other toy that can foster
pretend play because the child will be learning to develop their imagination and
creativity. Things like colors, markers, paper, drawing books, playdough, slime, and
other arts and craft materials will help the child develop creativity and also work and fine
motor skills. Things like blocks and objects in a larger amount like balls, cars, shapes
can help the child develop math skills like counting and sorting.